Sinclair Community College

Program/Department Annual Update

2009-10

Program: Criminal Justice Science – Law Enforcement Program

Chairperson: Robert Rice, Ed.D

Dean: Sue Merrell Ph.D

Date: December 14, 2009

Program outcome(s) for which data were collected during 08-09:

(Note: Outcome(s) listed on Program Outcomes Assessment Plan document located at Provost website: http://www.sinclair.edu/administrative/vpi/pdreview/index.cfm)

PO# 2

Explain the role and impact of law enforcement on society from a historical prospective.

Program outcome(s) for which data are being collected this year (09-10):

(Note: Outcome(s) listed on Program Outcomes Assessment Plan document located at Provost website: http://www.sinclair.edu/administrative/vpi/pdreview/index.cfm)

PO #1

Demonstrate the basic tenets of professionalism and applicability of ethics in law enforcement.

PO #4

Demonstrate basic leadership skills and the paramount components to be successful in the law enforcement profession.

Directions:

This annual update has been designed so that a one-page program review update is provided by each department on an annual basis, in conjunction with the Departmental Program Review process.

The program outcome(s) were identified by department chairs as being those under study each year. Please note the following schedule:

Program Outcomes / 06-07 / 07-08 / 08-09 / 09-10 / 10-11
PO #1 / Direct measure data are collected / Direct measure data are analyzed / Document improvements
PO #2 / Direct measure data are collected / Direct measure data are analyzed / Document improvements
PO #3 / Direct measure data are collected / Direct measure data are analyzed / Document improvements
PO #4 / Direct measure data are collected / Direct measure data are analyzed
PO #5 / Direct measure data are collected

Please e-mail this completed form to by December 18, 2009. Thank you.

Please list noteworthy changes in the data set from last year:
The Criminal Justice Department continues to grow. The number of students’ pursuing an academic degree is increasing. Enrollment data for the academic program reveal that the number of students enrolled in the Criminal Justice program grew by 24.6% from fall 2007 to fall 2008. The increase from 2006 to 2007 was 6.8%. Overall the number of registrations increased from 479 students in 2006 to 635 students in 2008. Data generated indicated than an average of 53% of students enrolled in CJS 101 were successful, and that 83% of students enrolled in other Criminal Justice classes were more successful. Additionally, students enrolled in CJS 270 (Internship), and CJS 295 (Capstone) was more successful.
Please list the actions and/or improvement priorities underway from the most recent program review recommendations:
·  A strategy has been developed to promote the Private Security Academy for the remaining academic year to determine the feasibility for continuance/discontinuance of the program.
·  The department has implemented two hybrid learning courses and one Learning Community course. Additional, hybrid learning courses will be identified.
·  Student satisfaction as reflected in the graduate survey is positive.
·  Criminal Justice students are transferring to baccalaureate degree programs in larger numbers than anticipated. Currently, *Ohio University has the largest number of students transferring to complete the baccalaureate degree in Criminal Justice.
·  Revisions to the department’s curricula are complete and should be in effect for the 2009-2010 academic year.
·  Articulation agreements are being updated and additional agreements are being initiated with four year colleges and universities.
Program outcome(s)--data collected in 07-08
What actions/improvements are underway as a result of your data analysis?
·  Collaboration between Criminal Justice faculty member(s) and site supervisor to assess professional and ethical standards in accordance with pre-designed learning contract.
·  Criminal Justice faculty assessment of the professional portfolio that is a requirement for each Criminal Justice student.
·  Collaboration with employers to randomly assess graduates in the basic tenets of professionalism and applicability of ethics in the performance of duties and responsibilities.
Program outcome(s)--data collected in 08-09
How have you analyzed the data collected? What did you find? Describe the results obtained.
Based on student success in the Introduction to Criminal Justice (CJS 101) course, an assessment of all course sections and related required activities were analyzed to determine what areas of instruction needed to be improved. A review of the data indicated that additional pre-requisites is not a feasible solution because this course is the foundation where the student develops criminal justice vocabulary and explores the three components of the criminal justice system and processes at the local, state, and federal levels of government. Initial research would suggest that student enrollment would not have to be regenerated each quarter if students could successfully progress to the second quarter of courses. Conversation is occurring regarding the sequencing of the courses by placing pre-requisites to enhance learning based on the students’ prior learning and transfer of skills/knowledge. For example, before a student in the law enforcement program could register for Criminal Investigation (CJS 205), the student would have to successfully complete with a minimum of a “C” grade or above Constitutional Law (CJS 102), Criminal Law (CJS 105), and Introduction to Criminal Justice (CJS 101). Although there is no requirement for students to follow sequencing of the Criminal Justice classes allowing the student to self register for Criminal Justice classes in any order, thus, they would be less likely to succeed without a solid foundation of knowledge from lower level courses, and students would be less likely to succeed in upper level courses in the Criminal Justice curriculum. Should consideration be given to the utilization of a pre-assessment tool to determine specific areas of need of the individual learner beyond DEV 065? Certainly, this is one of the areas that the Criminal Justice Department will closely monitor and address as we develop strategies and implement the quarter/semester conversion process. Additionally, the following issues will be addressed:
Are assessment and evaluation tools aligned with learning outcomes?
Clarify learning outcomes when completing the quarter/semester conversion.
Is content driving delivery or development and assessment of learning outcomes, and
Are the correct learning outcomes identified for the programs and courses?
Program outcome(s)—data collected for 09-10
For the outcome(s) currently under study (for 09-10 outcomes), what evidence and process do you plan to use to determine the extent to which this/these program outcome(s) have been met?
·  Simulations: Students will score a minimum of 2 on a 4-point rubric scale.
·  Locally developed exams: Students will demonstrate a minimum of 70% mastery of concepts as measured by a department rubric.
Note: Next year, you will be asked to describe the analysis (09-10 outcomes), and actions/improvements underway (08-09 outcomes).
General Education
Describe any general education changes/improvements in your program/department during this past academic year (08-09).
General Education rubrics as well as outcomes are utilized as guides in each Criminal Justice Science course.

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1/22/08